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e taught rather than what progress the students have made in writing.Moreover, the author of this dissertation has noticed that even though many students haveselected English writing course, they still don’t know how to write, needless to say thatthey are able to consciously plan, monitor and evaluate their writing process. So theirEnglish productive ability and receive ability are in imbalance development. This is true ofthe students in vocational colleges.

　　
　　1.2 Significance of the study
　　As mentioned above, traditional writing teaching approach ignored the role ofstudents in successful writing; instead, it overemphasized the role of teachers, viewingthem as the leading actors in English writing teaching and the key to the success of writing.In such writing teaching model, the teachers role as lecturers and their job is to impartwriting knowledge to students, and students just absorb the knowledge spoon-fed by theteachers. Obviously, students have less opportunity to practice English writing in class.After class, they seldom shift their writing knowledge to new writing tasks. So it is notsurprised that the students fail in improving writing proficiency. Thus, the traditionalwriting teaching is not able to successfully cultivate the students’ writing ability and helpthem to be independent in their learning. The result is not consistent with the aims ofEnglish writing education.As many modern cognitive psychologists suggest, the objective of teaching is to helpstudents learn autonomously, independently and effectively. With the development ofcognitive psychology, the concept of metacognition was put forward and attracted greatattentions. Thus, most researchers devoted to the studies on metacognitive theory. Of theresearches, it is widely accepted that metacognition entails metacognitive strategy andmetacognitive knowledge. Metacognitive stratgy is regarded as higher executive skill,which could monitor and manage other learning strategies. Based on this theory, someresearchers and educators put an eye on the application of metacgonitive strategy inlearning. The present researcher, an English teacher in higher vocational college, foundthat most of English majors in higher vocational college are not successful in writing.They could not effectively use writing strategies in their writing and consciously reflect ontheir writing process. Obviously, it is necessary to assist their efforts in taking moreresponsibility in performing writing. So the researcher is determined to conductmetacogntive writing strategy training to examine the contribution to raise themetacognitive awareness and the effects of metacognitive writing strategy on writingproficiency. Besides, when we are reviewing the previous study, we can see someresearchers contribute to the extending of metacogntive theory, and some researchers haveprovided metacognitive strategy instruction to higher vocational college level students,while there is no systematic study on metacognitive writing strategy training for Englishmajors in higher vocational college. The present researcher hopes that metacognitivewriting strategy training would provide suggestion on how to increase learners’ writingperformance and promote their autonomous ability as well as practical implication onEnglish writing teaching and learning.

　　
　　Chapter 3 Methodology.......................................... 38-44
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